Research Supporting Use of Photos/ Seating Charts to Remember Names 'The principle of contiguity (or learning by repeated association) states that whenever 2 or more sensations occur together often enough they will become associated. Later, when only one of these sensations (stimulus) occurs the other will be remembered too (response)' (Rachlin, 1991; Wasserman & Miller, 1997; cited in Woolfolk et al, 2007, p222). For example, applying this theory to the use of photos (stimulus) and student names (response) and repeatedly referring to the photos and names together, will facilitate the learning of names without the photos. Ref.: Woolfolk, A. & margetts K. (2007) Educational Psychology, Australia, Pearson
Why it is important to know student names '... healthy and productive relationships play a huge part in student as well as teacher success .... Teachers who "connect" with their students are generally more engaging in the classroom and can make learning more meaningful for their students.... People often evaluate an activity as meaningful when it satisfies human emotional needs.... relationships in the classroom have an impact on student achievement because the brain does not automatically or perceptually separate cognition from emotions.' (Caine & Caine, 1994; Glasser 1998; cited in Witmer, 2005, p224) Ref. Witmer, M. (2005) The Fourth R in education - Relationships. Journal of Educational Research, Vol 78, No. 5 pp224-228
'(in developing a good teacher-student relationship, the first job of a teacher ... is to know students' names and to know something unique about each student. Knowing a student's name signifies that that student is important to you (the teacher). When teacher(s) find something unique about (each) student, they have the opportunity to connect with them or to "use" their expertise about a topic in the classroom.Using students' names and interests in the classroom examples personalises the learning and sends a message that each student in the class is valued.(Wong & Wong, 1998; Cited in Witmer, 2005 p225). Ref.: Witmer, M. (2005) The Fourth R in education - Relationships. Journal of Educational Research, Vol 78, No. 5 pp224-228
Research papers from the literature:
Research Supporting Use of Photos/ Seating Charts to Remember Names
'The principle of contiguity (or learning by repeated association) states that whenever 2 or more sensations occur together often enough they will become associated. Later, when only one of these sensations (stimulus) occurs the other will be remembered too (response)' (Rachlin, 1991; Wasserman & Miller, 1997; cited in Woolfolk et al, 2007, p222). For example, applying this theory to the use of photos (stimulus) and student names (response) and repeatedly referring to the photos and names together, will facilitate the learning of names without the photos.
Ref.: Woolfolk, A. & margetts K. (2007) Educational Psychology, Australia, Pearson
Why it is important to know student names
'... healthy and productive relationships play a huge part in student as well as teacher success .... Teachers who "connect" with their students are generally more engaging in the classroom and can make learning more meaningful for their students.... People often evaluate an activity as meaningful when it satisfies human emotional needs.... relationships in the classroom have an impact on student achievement because the brain does not automatically or perceptually separate cognition from emotions.' (Caine & Caine, 1994; Glasser 1998; cited in Witmer, 2005, p224)
Ref. Witmer, M. (2005) The Fourth R in education - Relationships. Journal of Educational Research, Vol 78, No. 5 pp224-228
'(in developing a good teacher-student relationship, the first job of a teacher ... is to know students' names and to know something unique about each student. Knowing a student's name signifies that that student is important to you (the teacher). When teacher(s) find something unique about (each) student, they have the opportunity to connect with them or to "use" their expertise about a topic in the classroom.Using students' names and interests in the classroom examples personalises the learning and sends a message that each student in the class is valued.(Wong & Wong, 1998; Cited in Witmer, 2005 p225).
Ref.: Witmer, M. (2005) The Fourth R in education - Relationships. Journal of Educational Research, Vol 78, No. 5 pp224-228
Who are your students?
This article is written by a music teacher on the importance of knowing students names.
http://web.ebscohost.com.ezproxy.lib.uts.edu.au/ehost/detail?sid=a78f3c82-c2c2-4e55-bca8-67b476950297%40sessionmgr14&vid=1&hid=18&bdata=JnNpdGU9ZWhvc3QtbGl2ZQ%3d%3d#db=eric&AN=EJ726880
Four areas of classroom management that will be improved simply by knowing the students names:
providing feedback in a timely manner
quickly dealing with inappropriate behavior
on-task time
creating a positive environment
Another area where knowing the student's name is important, is building rapport with the child's parents
http://www.freepatentsonline.com/article/VAHPERD-Journal/190942257.htmlRef: Turrill, EA. (2008). Hey ... you in the green! Knowing the names of your students for classroom management, VAHPERD Journal, Vol 29, No. 4, pp1-3